Iron County register., 1887-11-10
Educational Column.
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JOHN B. SCoTT, Editor.
MEMoRY-Continued.

JOHN b. SCOTT, Editor,
i MEMoRY-Continued.
\ Certainly II we make q proper use oi
our memory it will form The basis of a
good Judgment. or at least OF an i'm
/ proved Judgment. In judging or a
matter, especially one of any complica-
ton, the mind is compelled to take q
survey of many things and this survey
must be very narrow one without .
rich memory. We judge the future oy
the past and accordingly must make
good of our memories. Often the re-
membrance of our errors of the past
CT Institutes the basis of our subsequent
success. The number Of our wise opin-
ions formed from observation and read
iag and which have become things OF
the past is innumerable. If all our
lest sentiments were ineffacably inn
printed upon our memories, if those
beautiful and wise thoughts which
| have passed through our minds in our
reading were there indelibiy stamped,
we would be Solonions. But leaving
this part of our subject, the value OF
memory, we offer few thoughts upon
how to improve it. Attention is the
condition of knowledge and without a
high cultivation of this condition Of the
mind the memory must oil necessity be
poor. That attention which allows a
matter ITO go In at one ear and out at
the other" is the basest counterfeit AMI
which, If it does not render its possess
sor an imbecile, will at least ma Ike hin,
"rattle BRAIN" Attention means the
intense application of the mind to q
particular subject. When we give a
matter suoh attention it becomes per.
inanent. If there has ever been a
thrilling incident in your life. or il You
ever witnessed one, you remember it in
its minutest details. The undivided
attention which this incident received
from you explains your excellent mena-
ory Of it.
Ito be contisaed.)
THINGS TO THINK ABOUT,
We read recently a statement In ref
erence to the training Of children made
by gentleman no has in his employ
several boys. He remarked to an edu-
Gator, "The grammar, geography,
arithmetic, &C., which you teach the
children is important but 1t is equally
important that they should understand
correct principles and be governed In
their daily life by them.n He further
said that when he lays out work to be
done within certain time and In
certain way by these boys that they
ffitter away q portion Of their time and
fail to make even an effort to do tbs
work according to directions. What
will our pupils be worth as citizens
without habits of truthfulness, hon.
esty, promptness and fidelity? Arewe
as teachers responsible for these habits
in our pupils? We certainly are to =
great extent. It is as much my duty
to teach these habits by precept and to
enforce them by example as It is to
teach grammar hy precept and ex-
ample. This habit of q want of indstry
and fidelity, the rock upon which many
OF the young people founder as they
launch into the sea of life, is no doubt
often strengthened, If not formed, in
the school room. IF observe mistakes
in pupils work on the board or in
his exercises upon paper. I will mani
fest my fidelity by correcting those
mistakes with as much care as if it
were matter of dollars and cents to
me. If our pnpils exchange states to
correct each Others spelling they should
be impressed with tile idea that there
is as much fidelity and honesty includ-
ed in the una tier as If hundreds of dol
lars were involved. If the pupil Is un-
faithful in performing the work whica
you ask him to do for you, If he should
cheat to raise the grade of another that
he might have the same favor extend
ed to him and lie to you in reporting
the grade, he has within himself the
seeds of unfaitbfulness, dishonesty and
lying, and which, if you do not extir-
pate, will Cause his life to be failure.
The teachers life in and out OF the
school room must be a living illustra-
tion Of the virtues which he commends
to his pupils. How great should be
the love of the teacher for the highest
interests of his pupils and the means
best adapted to secure these ends!
Fellow teachers, do we feel the weight
of our responsibility in this matter?
FOR YOUNG TEACHERS.
Some one has said that ''poets are
born, not made. frequently this
statement has been applied to teachers,
but certainly improperly SO. No doubt
there are many persons who by nature
are unfit for teachers. The physician
learns his business by study and prnc-
tice as does also the mechanic. If the
teacher ever becomes efficient In his
work it must be by study and practice.
The idea that the teachers first school
will be the index to his success, or his
best, is erroneous. Ifyou made fall
ure 1t does not prove that you have
missed your calling. Some Of the most
successful teachers were failures as be-
pinners. The one question for you 10
49, sn~. xr uhofhor vorI fnse x,ca,S